You’ve Got Class

You’ve got class Tips for a successful school year from eight Chapel Hill educators Compiled by Nicki Harris | Photo by Cornell Watson Illustrations by Christin King, Designer at @CK.Creations

*Responses have been edited and condensed for clarity

TEACHABLE MOMENTS Finding teachable moments outside the classroom is key for students’ retention. Children are most impressionable and trusting of teachers who relate to them individually. I have the pleasure of working with students across multiple grades. Witnessing the maturity and growth is the best part of my job. When classroom teachers relate everyday concepts to their curriculum, you can see the ‘aha’ moment in the child’s eyes. As a parent of three daughters, I still look for teachable moments that are not academic, but life lessons.”

– Wendy Wood, resource teacher/middle school team leader (grades 5-8), St. Thomas More Catholic School BALANCE IS THE KEY Remember that education is for a lifetime and that students are learning now how to deal with adversity, build resilience and find the hidden lessons in difficult situations. Children should be allowed opportunities to learn physically, emotionally and intellectually. If they have been inside working on school for a while, create moments for them to run, stretch, jump and exert themselves outdoors. If they are consumed with math equations or challenging studies, help them explore the feeling components of their work and relate to other humans around them through community engagement and empathy-building experiences. Balance is the key.”

– Benjamin Trueblood, teacher and upper grades chair, Emerson Waldorf School

BUILD RELATIONSHIPS The first tip that I would give families during this time would be to keep their children encouraged. Be sure to amplify success when it occurs, as we all need this now more than ever. I also encourage families to allow students to engage in class meetings. This is where teachers and students get to know one another and build relationships and also where the learning happens. Discourse is one of the most valuable tools to learning. The final piece of advice I would give families is something our district has shared and encouraged, which is to remember we all learn more if we have to think more. This includes articulating our needs. For students who are able, allow them to use their teachers as a first line of academic support before using other resources.

Beginning my lessons with music, games and social check-ins has been helpful during this time. It allows my classes to get to know one another and build authentic relationships. Live sessions allow students to not only speak to me verbally, but also use the meeting chat. This has also contributed to online learning success. It gives students the option of how they would like to engage with the class in our online platform. Giving students a form of choice during this time has been helpful to many of them.”

– Eugenia Floyd, fourth grade literacy Teacher, Mary Scroggs Elementary School GET OUTSIDE Screens and technology are dominating our children’s attention now more than ever. Stress around pandemic safety and uncertainty can add to our children’s mental toll. Unstructured time outdoors in a natural setting is a mental and emotional balm for all ages. Building in breaks throughout the day for children to reconnect with their physical bodies through movement outside and to reconnect with nature and its healing capacities can go a long way toward enabling students to refocus on their academic tasks. As we move through this time of uncertainty, providing experiences that allow students to feel grounded and connected – to nature, to friends and to family – will help them develop the confidence, resilience and flexibility they will need to have a positive, successful year.”

– Dr. Catherine Reyes, high school life sciences and chemistry teacher, Emerson Waldorf School

FIND SOLUTIONS, AN ADVOCATE AND A SCHEDULE Communicate early and often. Teachers might see how students are doing in a physical classroom, but it’s much harder to assess online, regardless of the camera view. Let the teacher(s) know if something isn’t working or if your student is struggling to keep pace. Ask for

other ways of communicating your student’s learning and mastery. Teachers are creative! Work with them to find solutions. Secondly, find an advocate. Is there a staff member they know well or who gives you time out of their day? Are there other people in your community who have navigated similar issues? My students have been trying to do virtual learning for years while being treated for illnesses, and that key contact often saves the day when teachers or administrators don’t realize the challenges that are preventing learning and access. Finally, schedule, routine and organization are critical for learning at home. Teachers may have set class schedules, but think about the rest of the day. When would recess fit in? How do students get a break from their screens? When are they most productive? Schedules and routines provide a safe system to fall back on for structure in a very unstructured time.”

– Gage Matthews, teacher, UNC Hospital School

ASK QUESTIONS Because students are often isolated as they learn, they miss out on the back-and-forth classroom discussions that help reinforce new information. Parents can help address this by simply checking in with their children and asking a few specific questions like, ‘What was most interesting in your lesson today?’ or ‘What’s one thing you can teach me that you learned today?’ Just easy interactions like this can make a huge difference in what students retain. These quick questions also remind children that their parents care and are curious about what they are learning.”

– John Elderkin, English and social studies teacher, Phoenix Academy High School COMMUNICATE AND STAY FLEXIBLE You have to be flexible. Since school for now is virtual, you have to anticipate issues. Those issues are not meant to be the focus, but rather how you respond to them. Another key goal for students’ success is time management. Getting kids logged on into Zoom classes and making sure assignments are completed are priorities. The last key goal is communication. Communication with students, their teachers, parents and job management staff makes for a successful environment. My goal right now is making sure I do my best to keep children focused, ready and engaged during this new virtual learning experience.”

– Armando Garcia, lead teacher, School Age Alternative Learning Academy at Legacy Academy Chapel Hill

HAVE A DEDICATED WORKSPACE First, stay organized! It’s very easy to get lost in the world of Canvas and Zoom. Finding a way that works for you to keep track of Zoom links, assignments and resources will help ensure success. Next, make space to work. Many of my students do not have a space of their own to do their work, so we have to find creative ways. I tell them that, no matter where they’re working, they should try to set up some sort of station with all their materials. It can even be portable. I also encourage them to try their best to sit up, wherever they are. It’s easy to fall asleep during morning classes. Finally, stay in communication. Ask for help! Ask for extra time! Tell your teacher what your life is like! Teachers are craving time with their students. Some of my most effective teaching moments have been in conferences with students. I’ve been able to meet with more than 60 of my students so far. This is especially important for new students who have never set foot in the school building. It’s so important for students to feel seen – figuratively and literally – and for them to feel like part of a community.”

– Suzanne DeConto, seventh and eighth grade English language arts teacher, Gravelly Hill Middle School CHM